Caren S. Martin

Using research to inform design solutions

Purpose – The purpose of this paper is to provide information for facility managers, building owners, and designers to increase their knowledge of research vocabulary and methods. Using evidence‐based design criteria to add value to the workplace via facility management and design, and determine how to apply evidence‐based design criteria using the searchable database of InformeDesign® are presented and discussed.Design/methodology/approach – This is a descriptive paper developed from literature related to research strategies and referenced sources about using research in the design process.Findings – The paper provides a brief tutorial on research strategies for those readers who do not have a background in research strategies. Additionally, research summaries (RS) from InformeDesign are used to show how research can be integrated into the design process.Research limitations/implications – The information contained in this paper is an overview of research processes and uses only one source for readers to...

The Challenge of Integrating Evidence-Based Design:

This paper discusses the integration of evidence-based design (EBD) into the design process as an innovation, illuminates the significance and progress of the diffusion of this innovation, and identifies EBD advocates and the consequences of meeting the EBD challenge. A free tool for engaging in EBD is explored. Healthcare designers are leading the EBD charge, because their clients depend on it. But not all designers engage in EBD, because it may be beyond the resources of a firm or outside its culture. However, as with other meaningful design innovations, designers who do not practice EBD could fall by the wayside. EBD is a product of the diffusion of the innovation of evidence-based medicine. The academy (i.e., the collective of institutions of higher education), design organizations, design communities, and the media all contribute to the diffusion of EBD. However, the quantity, quality, and understandability of evidence continue to challenge its broad adoption. InformeDesign®, a free, Internet-based tool, presents information to designers in a concise, understandable way. Firms must invest in EBD incrementally as a value-added component of design to meet current and future challenges. It is important for designers to realize that engaging in EBD is not a rejection of creativity, but a means by which to elevate their design solutions.

Exploring the impact of the design of the physical classroom environment on young children with autism spectrum disorder (ASD)

In 2010, the Centers for Disease Control (CDC) reported a 1600% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder (ASD). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn. ASD experts believe that the early years in school, namely preschool through 6th grade, are critical in reaching children and establishing a foundation for their life-long learning and general well-being. In context of the human ecosystem theory that models the interaction between people and the natural, social and designed environments, this literature review of refereed sources (2000–2012) documented findings about interventions, that is, design criteria (DC) for incorporation into the physical classroom environment used by children with ASD. The majority of the studies was exploratory and presented DC that subsequently were not tested. Due to research method and/or sampling design, efficacy, reliability and validity of findings varied. Limited research (19 articles, 1 conference proceeding) addressing classroom DC leaves designers, teachers and school administrators substantially reliant on anecdotal information in terms of creating optimal learning environments to support inclusion of children with ASD. Additional research is needed to examine this critical design/human behaviour relationship via identification of evidence-based DC to guide classroom design solutions that support learning by children with ASD.

Occupants' satisfaction with, and physical readings of, thermal, acoustic, and lighting conditions of sustainable office workspaces

The purpose of this study was to investigate indoor environmental quality (IEQ) components of thermal, acoustic, and lighting conditions in a building compliant with sustainable guidelines through findings from a post-occupancy questionnaire and on-site readings. This study (1) identified thermal, acoustic, and lighting conditions that significantly affected occupant satisfaction with their office workspace and (2) determined if the required IEQ guideline standards correlate to occupants’ satisfaction. Questionnaire results did indicate occupants’ satisfaction with overall thermal conditions (OTC) and overall acoustic condition (OAC) was significantly different than their satisfaction with the overall physical environment. The thermal conditions multiple regression model indicated that temperature, air velocity, and humidity were contributing attributes of occupants’ OTC satisfaction. Furthermore, all acoustic attributes were found as significant contributors to OAC satisfaction in the acoustic conditions model, except for the ability to limit distraction for undesired sounds. The average physical readings of thermal, acoustic, and lighting conditions taken in selected workspaces did meet the guidelines required standards. Although some conditions of the environment were not as satisfying for occupants as others. Further analyses also indicated occupants’ satisfaction levels with the conditions varied significantly between workspace types (open and closed). Interior designers must understand that designing according to sustainable guidelines does not always create a satisfying physical environment for occupants.